This presentation is given on the Annual Conference of the European Basic Skills Networks (EBSN) in Madrid in 2013. The title of the conference is ‘Opening doors - Developing partnerships for basic skills training beyond the classroom’.

This paper exploits data from the Survey of Adult Skills (PIAAC) to shed light on the link between measured cognitive skills (proficiency), (formal) educational attainment and labour market outcomes. After presenting descriptive statistics on the degree of dispersion in the distributions of proficiency and wages, the paper shows that the cross-country correlation between these two dimensions of inequality is very low and, if anything, negative.

A short report on how to engage new learners in adult education produced byt the Grudtvig project, Outreach, Empowerment and Diversity with the support of the Lifelong Learning Programme of the European Union - 517734-LLP-1-2011-1-BE-GRUNDTVIGGNW.

Country reports give an overview of the status of initial education and continuous professional development for basic skills teachers of adults in the following countries: Norway, UK (England and Scotland), Germany, Switzerland, Romania, Czech Republic and Hungary.

This handbook is one of the results of the project titled "Professionalization of Literacy and Basic Education –Basic Modules for Teacher Training - TRAIN" (a multilateral Socrates Grundtvig 1 project), coordinated by the German Institute for Adult Education (DIE) Leibniz Centre for Lifelong Learning.

This is a new comparative research project that addresses the challenges of immigrant integration for the European Union and the Mercosur in Latin America. This research works towards a comprehensive and an integrated approach to the acquisition of competences necessary for the process of immigrant civic and sociocultural integration: language, cultural, and sociopolitical learning.

On 31 May 2013, the Minister for Labour, Employment, Vocational Training and Social Dialogue and the Education Minister in France asked the French National Council for Lifelong Vocational Training (CNFPTLV) to make proposals with a view to setting objectives and strategic priorities for preventing and combating illiteracy over the coming years.

Recommendations were made in the following three sections of the report:

Initial work on the European qualifications framework (EQF) started 10 years ago, in autumn 2004. Partly triggered by this initiative, qualifications frameworks have since become integral parts of almost all education and training systems in Europe. Outside Europe, more and more countries and regions (such as Asia-Pacific) are rapidly developing and implementing qualifications frameworks.

Initial work on the European qualifications framework (EQF) started 10 years ago, in autumn 2004. Partly triggered by this initiative, qualifications frameworks have since become integral parts of almost all education and training systems in Europe. Outside Europe, more and more countries and regions (such as Asia-Pacific) are rapidly developing and implementing qualifications frameworks.

Initial work on the European qualifications framework (EQF) started 10 years ago, in autumn 2004. Partly triggered by this initiative, qualifications frameworks have since become integral parts of almost all education and training systems in Europe. Outside Europe, more and more countries and regions (such as Asia-Pacific) are rapidly developing and implementing qualifications frameworks.

Initial work on the European qualifications framework (EQF) started 10 years ago, in autumn 2004. Partly triggered by this initiative, qualifications frameworks have since become integral parts of almost all education and training systems in Europe. Outside Europe, more and more countries and regions (such as Asia-Pacific) are rapidly developing and implementing qualifications frameworks.

Initial work on the European qualifications framework (EQF) started 10 years ago, in autumn 2004. Partly triggered by this initiative, qualifications frameworks have since become integral parts of almost all education and training systems in Europe. Outside Europe, more and more countries and regions (such as Asia-Pacific) are rapidly developing and implementing qualifications frameworks.

Successive OECD international literacy and numeracy surveys (IALS, ALLS, PIAAC and PISA surveys) identify the considerable scale of the challenge of raising adult numeracy levels at national and EU levels. However, EU and most national responses have been relatively weak. For the development of numerate behaviour, EBSN argue that it is not sufficient to focus only on what mathematical knowledge and skills are necessary and should be taught in a numeracy programme.

Initial work on the European qualifications framework (EQF) started 10 years ago, in autumn 2004. Partly triggered by this initiative, qualifications frameworks have since become integral parts of almost all education and training systems in Europe. Outside Europe, more and more countries and regions (such as Asia-Pacific) are rapidly developing and implementing qualifications frameworks.

Initial work on the European qualifications framework (EQF) started 10 years ago, in autumn 2004. Partly triggered by this initiative, qualifications frameworks have since become integral parts of almost all education and training systems in Europe. Outside Europe, more and more countries and regions (such as Asia-Pacific) are rapidly developing and implementing qualifications frameworks.

Initial work on the European qualifications framework (EQF) started 10 years ago, in autumn 2004. Partly triggered by this initiative, qualifications frameworks have since become integral parts of almost all education and training systems in Europe. Outside Europe, more and more countries and regions (such as Asia-Pacific) are rapidly developing and implementing qualifications frameworks.

European Expert Network on Economics of Education (EENEE) policy Brief 2/2013 on how workers’ skills are crucial for success on modern labor markets. Funded by the European Commission, DG Education and Culture.